FR00611 - Health (Allied Health Profession Support) (England)...City & Guilds Level 3 Award in...

Health (Allied HealthProfession Support) (England)

Issued by

Skills for Health

... Health (Allied Health Profession Support) (England)

Apprenticeship in Construction-Building....

apprenticeshipFRAMEWORKS ONLINE

Information on the Issuing Authority for this framework:

Skills for Health

The Apprenticeship sector for occupations in health care.

Short description

This framework aims to provide the skills and knowledge required to become competent insupporting Allied Health Professionals.

Various support roles work alongside Allied Health Professionals (eg physiotherapists,radiographers, podiatrists, speech and language therapists, occupational therapists) to providepatient care in a range of settings including clinics, people’s homes or hospitals.

Designed as a work-based programme this framework includes qualifications at QCF Level 3.

This apprenticeship and the qualifications within it have been designed and developed with awide range of stakeholders including employers.

The average duration for completion of this apprenticeship framework is 18 months.

Health (Allied Health Profession Support) (England)

This framework includes:

Level 3

Issue number: 3

Framework ID:FR00611

Date this framework is to be reviewedby: 31/12/2013 This framework is for use in: England




This framework includes: Level 3




Contact information

Proposer of this framework

Skills for Health

Developer of this framework

Name: Anne ClarkeOrganisation: Skills for Health

Organisation type: Sector Skills CouncilJob title: Programme Manager

Phone: 0117 922 1155Email: [email protected]

Postal address: Skills for HealthGoldsmiths HouseBroad PlainBristolBS2 0JP

Website: www.skillsforhealth.org.uk

Issuing Authority's contact details

Issued by: Skills for HealthIssuer contact name: Anne Eaton

Issuer phone: 0117 922 1155Issuer email: [email protected]




Revising a framework

Contact details

Who is making this revision: Sophie CullenYour organisation: Skills for Health

Your email address: [email protected]

Why this framework is being revised

New qualification included, expired link removed.

Summary of changes made to this framework

1) Framework updated to include new accredited City & Guilds Qualifications in ERR and PLTSSections

2) Additional Employer Requirements Section: Removed the following text and expired link:

'Further background information regarding Health Sector Apprenticeships can be found athttp://www.skillsforhealth.org.uk/developing-your-organisations-talent/Apprenticeships/Apprenticeships.aspx'

Qualifications removed

(no information)

Qualifications added

City & Guilds Level 3 Award in Employment and Personal Learning Skills in Health (QCF)(qualification number 600/1854/9)

Qualifications that have been extended




(no information)




Purpose of this framework

Summary of the purpose of the framework

The framework supports the broad vision of the sector to develop an increasingly skilled,flexible and effective workforce whilst maintaining high quality and safe care for patients andaddresses specific outcomes of the Skills for Health Sector Skills Assessment 2011.

The health sector comprises those working in the NHS (public sector) as well as voluntary andprivate healthcare providers and employs over 2 million people. The range of roles within thesector is very varied and the NHS careers site lists in the region of 300 different jobs.

Individuals are likely to stay within the health sector for the majority of their working livesalthough they are also likely to change between different job roles and different employers astheir career progresses.

Whilst all roles in the health sector are open to both male and female applicants, a largeproportion of the health sector workforce is female. This is due in part to the flexible terms andconditions many employers offer but also varies from role to role. As a whole the workforcewithin the health sector tends to reflect the population within the local community it serves. Asthe UK population as a whole becomes older and lives longer so does the healthcareworkforce. Widening participation policies apply and health sector employers recruitaccordingly and may use their apprenticeship schemes as a means to address some of theseissues.

There is a range of challenges for the health sector as a whole: an ageing population createshigher demand for services and ongoing care; patients have a greater choice of which servicesand treatments they access; and the current economic climate means that budgets are tight.

Apprenticeships are one of the many ways in which employers within the health sector areseeking to address some of these increasing pressures. A qualified and competent supportworkforce is vital to the patient experience and to the smooth running of services. Supportworkers tend to have delegated responsibility for a range of tasks which enables theprofessionally qualified staff (eg nurses, doctors, allied health professionals) to fulfil their ownroles more effectively. These are responsible and rewarding support roles with a direct impacton patients’ lives. They also offer an ideal entry route to a wide range of NHS careers.

Clinical support workers/healthcare assistants (sometimes known as therapy assistants ortherapy helpers) accessing this framework will work alongside allied health professionals suchas physiotherapists, radiographers, podiatrists, speech and language therapists, dietitians andoccupational therapists.

The types of duties (depending upon the form of therapy) include the following:




• preparing patients for their therapy • setting up equipment to use in the session/treatment • assisting the therapist in the treatment itself • contributing to record keeping

Aims and objectives of this framework (England)

The apprenticeship framework will contribute towards developing a health sector with a skilled,flexible and effective workforce whilst maintaining high quality and safe care for patients.

Through completion of this apprenticeship learners will gain:

• Broad base training in the chosen occupational area• Work experience that leads to competency in the work place• Transferable Skills

Employers have endorsed the apprenticeship programme as it gives the broad base training inthe skills for the occupational area through the completion of qualifications which are based onNational Occupational Standards. This programme leads to better productivity, retention and aqualified workforce which aids the employer. Job role and outline can be viewed later in thisdocument (see section ‘Jobs’).

The framework contributes toward addressing the skills gaps identified in the Skills for HealthSector Skills Assessment 2011.

http://www.skillsforhealth.org.uk/about-us/resource-library/doc_download/328-sfh-summary-sector-skills-assessment-2011.html

The apprenticeship programme ensures that learners are supported in the application of theirlearning directly into the workplace. Learners receive a minimum guaranteed amount of onand off the job training and will acquire transferable skills to support further progression.

The framework specifically supports the need to develop the skills and knowledge of workersat Career Framework levels 1 – 4 and provides career progression routes.

Entry conditions for this frameworkThere are no specific qualifications required for entry to this apprenticeship framework.

Apprentices should:• Show enthusiasm for working in the health sector• Have basic literacy, numeracy and communication skills on which the apprenticeship will

http://www.skillsforhealth.org.uk/about-us/resource-library/doc_download/328-sfh-summary-sector-skills-assessment-2011.html




build • Have a suitable level of physical fitness to perform some aspects of the job roles (egassisting in moving and handling of people)• Be willing to undergo an enhanced Criminal Records Bureau (CRB) check• Be flexible as there may be a requirement to work rotas

Individual health sector employers may have additional employment entry requirements e.g. acurrent driving licence would also be an advantage (and may be necessary for some roles).

Initial AssessmentTraining providers and employers will use initial assessment to ensure that applicants have afair opportunity to demonstrate their ability and to tailor programmes to meet individualneeds, recognising prior qualifications and experience.

(See individual pathways for entry conditions at each level)


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Title for this framework at level 3

Advanced Level Apprenticeship in AlliedHealth Profession Support

Pathways for this framework at level 3

Pathway 1: Advanced Level Apprenticeship in Allied Health Profession Support

Level 3


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Description of this pathway

Health (Allied Health Profession Support). Total 82 credits

Entry requirements for this pathway in addition to the framework entryrequirements

Applicants to this Apprenticeship will be from different age groups, with differing backgroundsand experience. As a guide, applicants may enter via a range of routes including from:• work • work experience• school• college• training and/or experience which may include a portfolio showing what they have done

Applicants may have already achieved a range of qualifications eg:• Key Skills or Functional Skills• Level 2 Apprenticeship• 14-19 Diploma• Welsh Baccalaureate (at this time there is no credit transfer)• Welsh Baccalaureate with Principal Learning (at this time there is no credit transfer)• Other level 2 qualifications

Personal Attributes

Employers look for health sector apprentices who are:

• Caring• Conscientious • Discreet• Respectful• Personable

Level 3, Pathway 1: Advanced LevelApprenticeship in Allied Health Profession Support


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• Personable

They also expect them to:

• Be able to work in a team• Carry out their duties meticulously


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Job title(s) Job role(s)

HealthcareAssistant /HealthcareSupport Worker /Clinical SupportWorker / TherapyAssistant /Therapy Helper

These provide vital assistance to Allied Healthcare Professionals in diagnosing,treating and caring for patients. Many are involved in looking after thewell-being and comfort of patients. They work in a variety of settings,depending upon their role, including clinics, peoples homes and hospitals.


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Qualifications

Competence qualifications available to this pathway

N/A

Knowledge qualifications available to this pathway

N/A


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Combined qualifications available to this pathway

B1 - Level 3 Diploma in Allied Health Profession Support (QCF)

No. Ref no. Awarding organisationCreditvalue

Guidedlearning

hours

UCASpointsvalue

B1a 501/1785/3 City and Guilds 65 373-490 N/A

B1b 501/1763/4 Edexcel 65 373-490 N/A

Notes on competence and knowledge qualifications (if any)

On completing the combined qualification the total number of credits which an apprentice willattain on the Qualifications and Credit Framework (QCF) equals 65 which exceeds thestatutory required minimum of 37 credits.

Credit Assignment in Mandatory UnitsLevel 3 Diploma in Allied Health Profession Support (QCF)

The minimum requirement of 10 credits of assessed knowledge is met in this frameworkthrough the achievement of the mandatory units. The learner will achieve in excess of theminimum requirement in undertaking the full qualification.

The list below sets out how the credit has been assigned across the mandatory units.

J/601/1434 - Promote Communication in health, social care or children’s and young people’ssettings Credit assigned to knowledge: 1Credit assigned to skills: 2Total unit credit: 3

A/601/1429 - Engage in personal development in health, social care or children’s and youngpeople’s settings Credit assigned to knowledge: 1Credit assigned to skills: 2Total unit credit: 3

Y/601/1437 - Promote equality and inclusion in health, social care or children’s and youngpeople’s settings Credit assigned to knowledge: 1


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Credit assigned to knowledge: 1Credit assigned to skills: 1Total unit credit: 2

R/601/1436 - Principles for implementing duty of care in health, social care or children’s andyoung people’s settings Credit assigned to knowledge: 1Credit assigned to skills: 0Total unit credit: 1

Y/601/8145 - Promote person centred approaches in health and social care Credit assigned to knowledge: 2Credit assigned to skills: 4Total unit credit: 6

F/601/8138 - Promote and implement health and safety in health and social care Credit assigned to knowledge: 3Credit assigned to skills: 3Total unit credit: 6

J/601/9470 - Promote good practice in handling information in health and social care settings Credit assigned to knowledge: 1Credit assigned to skills: 0Total unit credit 1

A/601/8574 - Principles of safeguarding and protection in health and social care Credit assigned to knowledge: 3Credit assigned to skills: 0Total unit credit: 3

J/601/8576 - The role of the health and social care worker Credit assigned to knowledge: 1Credit assigned to skills: 1Total unit credit: 2

L/501/6737 - The Principles of Infection Prevention and Control Credit assigned to knowledge: 3Credit assigned to skills: 0Total unit credit: 3

H/501/7103 - Causes and Spread of Infection Credit assigned to knowledge: 2Credit assigned to skills: 0Total unit credit: 2


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R/501/6738 - Cleaning, Decontamination and Waste Management Credit assigned to knowledge: 2Credit assigned to skills: 0Total unit credit: 2

Totals (for units listed above not entire qualification)Total Credit Assigned to Knowledge: 21Total Credit Assigned to Skills: 14Total Unit Credit: 35


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Transferable skills (England)

Functional Skills / GCSE (with enhanced functional content) and Key Skills (England)

EnglishMinimum

levelor grade

Creditvalue

Functional Skills qualification in English 2 5

GCSE qualification (with enhanced functional content) C 5

Key Skills qualification in Literacy achieved either before September 2013 aspart of the Apprenticeship, or...*

2 5

GCSE Qualification in English* C N/A

A' Level or AS Level qualification in English Language* E N/A

A' Level or AS Level qualification in English* E N/A

A' Level or AS Level qualification in English Language and Literature* E N/A

GCSE or O' Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Literature** A N/A

A' Level or AS Level qualification in English Language and Literature** A N/A

* achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship.

** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.


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MathematicsMinimum

levelor grade

Creditvalue

Functional Skills qualification in Mathematics 2 5

GCSE qualification (with enhanced functional content) in Mathematics C 5

Key Skills qualification in Application of Number achieved either beforeSeptember 2013 as part of the Apprenticeship, or...*

2 5

GCSE qualification in Mathematics* C N/A

A' level or AS Level qualification in Mathematics* E N/A

A' Level or AS Level qualification in Pure Mathematics* E N/A

A'Level or AS Level qualification in Further Mathematics* E N/A

GCSE or O'Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Pure Mathematics** A N/A

A' Level or AS Level qualification in Further Mathematics** A N/A

* achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship.

** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

Inclusion of Information and Communications Technology (ICT)

Based on employer feedback there is no ICT requirement for this Framework. However, healthsector employers are encouraged to deliver ICT skills locally in line with their organisation’susual practice and to enable Apprentices to fulfil their role.

Progression routes into and from this pathwayPROGRESSION INTO THIS PATHWAY

See Entry Requirements.

Some apprentices may have already undertaken a level 2 apprenticeship (eg ClinicalHealthcare Support).


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PROGRESSION FROM THIS PATHWAY

On completion of this pathway, learners may progress onto further qualifications specific totheir work context. A wide range of qualifications are available for use within the health sector.These may include further QCF qualifications, a range of higher education qualifications orother work-related education and training to support Continuing Professional Development.

Progression should not just be seen as vertical. In some instances progressing into anotherrole at the same level may be just as rewarding as it offers the opportunity to develop newskills and knowledge.

To become a qualified Practitioner (eg Physiotherapist, Occupational Therapist, Dietitian,Speech and Language Therapist, etc) apprentices would have to progress from theirapprenticeship to undertake a specific qualification, often a 3-year university Degree, which,on completion, would enable them to register as a professional. To do this, individuals wouldhave to meet the specific entry qualifications as outlined by their chosen Higher EducationProvider.

Many Allied Health Profession Support apprentices complete their apprenticeships and continueto work as Allied Health Profession Support Workers/Healthcare Assistants with delegatedresponsibility for a range of clinical tasks. Roles may include: Physiotherapy Assistant,Occupational Therapy Assistant, Rehabilitation Assistant, Dietetics Assistant, etc). They mayalso supervise other team members.

The health sector is also seeing the emergence of new roles called Assistant Practitioners. Atpresent not all health sector employers employ Assistant Practitioners and some employersmay have only a few people employed in these roles. It is likely that the use of AssistantPractitioner roles will grow in the coming years leading to education pathways and possiblyHigher Level Apprenticeships developed to support those roles.

Further detailed information and advice on careers within the health sector can be found athttp://www.nhscareers.nhs.uk/index.shtml

UCAS points for this pathway: N/A


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Delivery and assessment of employee rightsand responsibilitiesApprentices must complete either the:

Edexcel BTEC Level 3 Extended Award in Workskills for Effective Learning and Employment(QCF) (qualification number 501/1792/0)

or:

EDI Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualificationnumber 600/0999/8)

or:

City & Guilds Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/1854/9)

Other Awarding Organisations may offer suitable alternative qualifications in future and theframework document will be updated when these are available.

These qualifications are nationally recognised and were developed specifically to deliver theERR and PLTS requirements of apprenticeships. From the range of units included within thequalification, learners must select and complete the unit ‘Understand employmentresponsibilities and rights in health, social care or children and young people’s settings’ (unitnumber R/602/2954) to meet the ERR requirements of this apprenticeship framework.

In order to satisfy the evidence requirement for the apprenticeship, learners will have toprovide a copy of the qualification certificate that clearly indicates completion of this particularunit.

This qualification may form part of the induction programme offered by employers.

Apprentices must achieve the nine standards of attainment set out in the Employee Rights andResponsibilities (ERR) national outcomes. To achieve the ERR national outcomes the apprenticemust demonstrate that he/she:

1. knows and understands the range of employer and employee statutory rights andresponsibilities under Employment Law. This should cover the apprentice’s rights andresponsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safetylegislation, together with the responsibilities and duties of employers;

2. knows and understands the procedures and documentation in their organisation whichrecognise and protect their relationship with their employer. Health & Safety and Equality &Diversity training must be an integral part of the apprentice’s learning programme;


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Diversity training must be an integral part of the apprentice’s learning programme;

3. knows and understands the range of sources of information and advice available to them ontheir employment rights and responsibilities. Details of Access to Work and Additional LearningSupport must be included in the programme;

4. understands the role played by their occupation within their organisation and industry;

5. has an informed view of the types of career pathways that are open to them;

6. knows the types of representative bodies and understands their relevance to their skill,trade or occupation, and their main roles and responsibilities;

7. knows where and how to get information and advice on their industry, occupation, trainingand career;

8. can describe and work within their organisation’s principles of conduct and codes ofpractice;

9. recognises and can form a view on issues of public concern that affect their organisation andindustry.




The remaining sections apply to all levels and pathways within this framework.

How equality and diversity will be metThere should be open recruitment to apprenticeship frameworks which is available to all whomeet the stated selection criteria for the apprenticeship programme they are applying to. Skillsfor Health expects all partners involved in the delivery of the apprenticeship to comply with theEquality Act 2010 to ensure that applicants are not discriminated against, in terms of entry toand progression within the health sector, using the 8 protected characteristics of:

1. Age2. Disability3. Gender reassignment4. Marriage and civil partnership5. Pregnancy and maternity6. Race7. Religion or Belief8. Sex or sexual orientation

Employers/providers must be able to demonstrate that there are no overt or covertdiscriminatory practices in selection, recruitment and employment. All promotional, selectionand training activities must be monitored and comply with legislation.

There is a gender imbalance within the health sector, which is a predominantly femaleworkforce. All jobs are open to both males and females and are advertised accordingly. Malerole models are positively promoted through marketing materials, photos and case studies.However, a perception that certain job roles are for women remains and this may preventsome males from applying to work in these job roles. Local apprenticeship programmes maybe designed by employers to encourage a higher number of male applicants into these rolesand into the workforce as a whole.

Skills for Health is not aware of any other imbalance in the take up of this particular frameworkeg by ethnic groups. For all health apprenticeships local recruitment is encouraged to reflectthe local community.

It is recommended that employers/providers conduct an exit interview if the apprentice leavesthe programme before completion. During the learner’s exit interview, it is recommended thatinformation on learners leaving the programme before completion is identified and used tosupport the learner and develop the provision where necessary.

Skills for Health will monitor take up and achievement of all Apprenticeships and take steps toaddress any barriers to take up and achievement as part of our Sector Qualifications Strategy.




On and off the job guided learning (England)

Total GLH for each pathway

To satisfy the requirements of this apprenticeship framework and pathway an apprentice willneed to complete a total of 516 Guided Learning Hours (GLH). This total includes both the onand off-the-job guided learning that is to be completed over approximately 18 months. Aminimum of 280GLH must be delivered during the first 12 months. A minimum of 140GLHmust be delivered after the first year.

Minimum off-the-job guided learning hours

For this apprenticeship framework and pathway an apprentice will need to complete aminimum of 155 GLH off-the-job. This meets the requirement of a minimum of 100GLH or 30%of the total (whichever is the greater) delivered off-the-job.

How this requirement will be met

Off-the-job learning will comprise:45GLH Level 2 Functional Skill in Maths 45GLH Level 2 Functional Skill in English53GLH Level 3 Extended Award in Workskills for Apprenticeships (QCF) / Level 3 Award inEmployment and Personal Learning Skills in Health (QCF) including the required ERR and PLTSunits

A minimum of 12GLH must be delivered as off-the-job learning while undertaking the Level 3Diploma in Allied Health Profession Support (QCF)

The figures included in this framework document indicate how the learner will achieve theminimum on and off the job GLH required to complete the Apprenticeship. However, learnersare offered a wide choice of optional units. Each unit has a different assignment of on and offthe job GLH therefore it is not possible to give an exact GLH figure as this will vary dependingon the choice and combination of optional units taken by each learner. The figures in thisframework document are derived from the lowest possible GLH required whilst still achievingthe qualification, but in most instances the learner will receive in excess of the minimum figurefor on and off the job GLH.




It is expected that:• GLH achieve clear and specific outcomes which contribute directly to the successfulachievement of the framework;• GLH are planned, reviewed and evaluated jointly between the apprentice and a tutor,teacher, mentor or manager;• GLH allows access as and when required by the apprentice either to a tutor, teacher, mentoror manager;• GLH are delivered during contracted working hours;• GLH are delivered through one or more of the following methods: individual and groupteaching; e-learning; distance learning; coaching; mentoring; feedback and assessment;collaborative/networked learning with peers; guided study.

GLH must be evidenced and recorded.

Evidence to support the application for an apprenticeship completion certificate for off-the-jobGLH will include a copy of the qualification certificate for each of the above qualificationsdetailing the units completed.

Minimum on-the-job guided learning hours

For this apprenticeship framework and pathway an apprentice will need to complete aminimum 361 on-the-job GLH.

How this requirement will be met

On-the-job learning will comprise:361GLH Level 3 Diploma in Allied Health Profession Support (QCF)

It is expected that:• GLH achieve clear and specific outcomes which contribute directly to the successfulachievement of the framework;• GLH are planned, reviewed and evaluated jointly between the apprentice and a tutor,teacher, mentor or manager;• GLH allows access as and when required by the apprentice either to a tutor, teacher, mentoror manager;• GLH are delivered during contracted working hours;• GLH are delivered through one or more of the following methods: individual and groupteaching; e-learning; distance learning; coaching; mentoring; feedback and assessment;collaborative/networked learning with peers; guided study.

GLH must be evidenced and recorded.




Evidence to support the application for an apprenticeship completion certificate for on-the-jobGLH will include a copy of the qualification certificate for the above qualification detailing theunits completed.




Personal learning and thinking skillsassessment and recognition (England)

Summary of Personal Learning and Thinking Skills

Apprentices must complete either the:

Edexcel BTEC Level 3 Extended Award in Workskills for Effective Learning and Employment(QCF) (qualification number 501/1792/0)

or:

EDI Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualificationnumber 600/0999/8)

or:

City & Guilds Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/1854/9)

These qualifications are nationally recognised and were developed specifically to deliver theERR and PLTS requirements of apprenticeships.

Other Awarding Organisations may offer suitable alternative qualifications in future and theframework document will be updated when these are available.

Creative thinking

From the range of units included within the qualification, learners must select and completethe unit ‘Using research skills to solve problems’ (unit number R/602/4560) which willdemonstrate their Creative Thinking skills.


The outcomes of the Creative Thinking PLTS are that the apprentice will: • think creatively by generating and exploring ideas, making original connections• try different ways to tackle a problem, working with others to find imaginative solutions andoutcomes that are of value




outcomes that are of value

Independent enquiry

From the range of units included within the qualification, learners must select and completethe unit ‘Using research skills to solve problems’ (unit number R/602/4560) which willdemonstrate their Independent Enquiry skills.


The outcomes of the Independent Enquiry PLTS are that the apprentice will: • process and evaluate information in their investigations, planning what to do and how to goabout it• take informed and well-reasoned decisions, recognising that others have different beliefs andattitudes

Reflective learning

From the range of units included within the qualification, learners must select and completethe unit ‘Manage own learning' (unit number R/602/4557) which will demonstrate theirReflective Learning skills.


The outcomes of the Reflective Learning PLTS are that the apprentice will: • evaluate their strengths and limitations, setting themselves realistic goals with criteria forsuccess• monitor their own performance and progress, inviting feedback from others and makingchanges to further their learning

Team working

From the range of units included within the qualification, learners must select and completethe unit ‘Participating through team leading’ (unit number D/602/4559) which will demonstratetheir Team Working skills.




their Team Working skills.


The outcomes of the Team Working PLTS are that the apprentice will: • work confidently with others, adapting to different contexts and taking responsibility for theirown part• listen to and take account of different views• form collaborative relationships, resolving issues to reach agreed outcomes

Self management

From the range of units included within the qualification, learners must select and completethe unit ‘Manage own Learning' (unit number R/602/4557) which will demonstrate their SelfManagement skills.


The outcomes of the Self Management PLTS are that the apprentice will: • organise themself, showing personal responsibility, initiative, creativity and enterprise with acommitment to learning and self-improvement• actively embrace change, responding positively to new priorities, coping with challenges andlooking for opportunities

Effective participation

From the range of units included within the qualification, learners must select and completethe unit ‘Participating in team leading' (unit number D/602/4559) which will demonstrate theirEffective Participation skills.


The outcomes of the Effective Participation PLTS are that the apprentice will: • actively engage with issues that affect them and those around them




• play a full part in the life of their school, college, workplace or wider community by takingresponsible action to bring improvements for others as well as themselves

Additional employer requirementsThere are no additional employer requirements for this apprenticeship framework.

Further information about working in the health sector can be found athttp://www.nhscareers.nhs.uk/index.shtml

www.apprenticeshipframeworksonline.semta.org.ukFor more information visit

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